Describes a series of problems based on transformational grammar which are helpful in teaching students how to write. (DD)

Suggests grammatical problem solving, grammatical worksheets, and grammatical poetry as ways of helping students acquire grammatical fluency. (DD)

Proposes three basic strategies of inquiry essential to good writing and reports the results of studies on these strategies. (JL)

Argues that the conventional method of teaching the generic research paper as a separately designated activity is ineffective and misleads students as to the nature of genuine research. (JL)

Analyzes the distinction between utterance and writing to determine why students have difficulty using specific details to explore their generalizations. Describes successful strategies and assignments to encourage student awareness of text and concrete expression. (KEH)

Argues in favor of teaching thesis and the forms of exposition by means of assignments such as personal narrative, autobiography, and observation out of direct experience. Describes one such assignment. (RL)

Offers a view of writing as a process involving three forms of collaboration: coauthoring, workshopping, and knowledge making. Offers guidelines for designing courses in which writing is consciously, deliberately collaborative in all three of the realms identified. (MG)

This article proposes to teach writing from the hypothesis that true writing and good prose are only end products rather than the primary objectives. The author suggests that producing an effect in a reader and revealing the self in words are prior achievements in the process of learning to write well. Criteria for judging writing are based…